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Then Quinn presented the idea to the KTEA, which is essentially Northern Quest's board.
Two years after the inception of the program, students were re-tested using the KTEA. Each student attended an after-school program for approximately 3 hours, five days a week.
According to the standard scores of the KBIT and the Post KTEA, students met or exceeded their predictive ability scores.
Additionally, the WJ-III was compared to the Kaufman Test of Educational Achievement (KTEA; Kaufman & Kaufman, 1985) and the Wechsler Individual Achievement Test (WIAT; Wechsler, 1992) in an attempt to provide concurrent validity for the test's underlying constructs.
In order to obtain a recent measure of academic achievement, children were administered either the Wide Range Achievement Test-Revised (WRAT-R; Jastak & Jastak, 1984) (n=20) or Kaufman Test of Educational Achievement-Brief Form (KTEA; Kaufman & Kaufman, 1985) (n=18).
Means and Standard Deviations of Age, Estimated IQ, and Achievement Percentiles for Students with and without LD LD non-LD (n=38) (n=38) Sex 32 boys, 6 girls 32 boys, 6 girls Age (months) 125.84 (12.20) 124.30 (7.39) Estimated IQ 101.32 (13.25) 106.15 (14.61) Reading WRAT-R 9.06 (8.34) 51.85 (22.33) KTEA 13.06 (17.99) N/A N/A Spelling WRAT-R 9.35 (9.66) 47.80 (23.83) KTEA 5.82 (7.79) N/A N/A Math WRAT-R 12.35 (7.43) 44.25 (18.97) KTEA 21.76 (18.36) N/A N/A
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